Experienced based co design: nursing preceptorship educational programme

Abstract

Background Patients play a central role in nursing preceptorship relationships, a professional educational relationship between a staff nurse and student nurse that is grounded in providing patient care. Yet the patient experiences and perspectives are largely uncaptured in the literature or represented in current preceptorship education programmes. Furthermore, the lack of student, staff nurse & patient involvement in the design of preceptorship education programmes has been noted. Objective To use a co-design process to develop an innovative educational programme for developing interpersonal and communication skills among nurses who act as preceptors. We sought to (a) clarify experiences and events from all three members involved in a preceptorship relationship (student nurse, preceptor, and patient (SPP) in order to develop a shared understanding of nursing preceptorship relationships and (b) identify the key informational and educational needs recommended by SPP for the educational programme. Methods Using the principles and the iterative process of Experienced Based Co Design (EBCD), data was collected from qualitative interviews and used to inform a series of co-design workshops and the co-production of the new educational programme. Results Twenty-six individuals, including undergraduate student nurses, staff nurses, patients, and a team of nursing, educational and educational technologist experts, contributed to developing a blended learning preceptorship educational programme that consists of three core elements (1) six online reusable learning objects, (2) two role play simulations and (3) a virtual reality storytelling simulated experience. Conclusions The EBCD process ensured that the educational programme was developed to meet SPP viewpoints associated with fostering positive interpersonal relationships in a nursing preceptorship. EBCD is a valuable framework for developing human-centred educational resources that combine experiential knowledge (experiences) and scientific knowledge (literature-based knowledge). It facilitated the identification and the development of Interpersonal and Communications skills (IP & C skills) training required within a nursing preceptorship relationship, creating an authentic and memorable learning programme. The structure of EBCD harnesses SPP involvement throughout the research and development process, ensuring transparency and continuity of message, scope, and outcomes. Supplementary Information The online version contains supplementary material available at 10.1186/s40900-022-00385-3.

Development of the EVIBEC Learning Outcomes Framework to support the delivery of evidence-based practice curricula in health care professional programmes: a codesign approach

“…The voice of clinical educators is equally valuable as their experiential knowledge is important in helping academics acknowledge the “multiple realities and meanings” of EBP in action [ 29 , 52 ]. HCP educators in workshop four provided important insight into how learning outcomes and suggested aligned learning activities might support the learning and application of EBP knowledge in different learning spaces.…”

“…This overall approach lends itself well to application in a healthcare education setting although reports of its use in this context are limited. What is clear from the few studies undertaken is that co-design in health professional education has great potential to provide a structured approach to collaborative working in creating and refining curriculum which is responsive to the needs and interests of students, educators, practitioners, and patients [ 28 , 29 , 33 ].…”

Development of the EVIBEC Learning Outcomes Framework to support the delivery of evidence-based practice curricula in health care professional programmes: a Codesign Approach

“…The voice of clinical educators is equally valuable as their experiential knowledge is important in helping academics acknowledge the "multiple realities and meanings" of EBP in action [33,54]. HCP educators in workshop 4 provided important insight into how learning outcomes and suggested aligned learning activities might support the learning and application of EBP knowledge in different learning spaces.…”

“…Theobald et al [32] brought together hospital and academic service providers to co-design a postgraduate specialist course and concluded that this strengthened the nexus between both entities thus advancing relevant learning and employability. Hardie et al, [33] utilised a co-design process that included undergraduate student nurses, to develop an innovative educational nursing preceptorship programme. The case study of Dederichs et al, [37] indicated the feasibility and acceptance of a participatory design workshop for medical students.…”

“…These learning outcomes should encompass multiple cognitive learning levels allowing scope for progression and vertical integration of EBP learning from early to late programme stages. In addition, they should also be expressed from a student perspective in a way that students can clearly relate to, requiring a development process that is most effectively achieved using a co-design process [31][32][33][34]. Given that EBP competencies are required by multiple HCP disciplines, there is huge potential gain from an interdisciplinary approach to curriculum design, with the collaboration of an interprofessional team of HCPs offering additional bene ts [35].…”